Doctoral Students Interested in Pursuing Administrative Positions in Higher Education
The Higher Education program offers excellent preparation for doctoral students interested in pursuing administrative careers in higher education. Many of our graduates hold responsible positions in student affairs administration, community college administration, and other areas of higher education administration in Iowa and across the country.
The faculty in Higher Education have extensive administrative experience and understand the demands and requirements of administrative positions. Members of our faculty have served in positions such as Academic Dean, Director of Graduate Programs, Vice President of Student Affairs, Director of Residence Life, and as administrators in the areas of Student Affairs, Residence Life, Career Development, Counseling Services, Student Activities, and Institutional Research among others. Drs. Ebbers and Laanan have had extensive experience working and consulting with community colleges across the country. Higher Education faculty have also held responsible positions in professional associations, including the presidencies of the American College Personnel Association, the National Association of Student Personnel Administrators, and the Association of College and University Housing Officers - International. As a result of their professional involvement, the faculty are well known and respected professionally, which enables them to assist students in securing opportunities to showcase their talents.
Students, however, cannot rely solely on their faculty to provide opportunities for them. They must actively prepare themselves for careers in administration. We recommend that in addition to completing the required and elective coursework, students intending to seek administrative careers gain as much experience as possible in administration while they are enrolled in doctoral study. Some of the ways students have obtained such experiences include the following:
Administrative Experience
1. It is important that students enter our program with a strong foundation of professional experience in higher education. We require students entering the doctoral program to have at least 3-5 years of experience before beginning their studies. This experience base will be of great value in making sense of the theoretical concepts and research findings they will be studying. In addition, having previous full-time experience when seeking employment is necessary to avoid the assessment that one is "over educated and under experienced" for administrative positions.
2. Working in conjunction with their major professors, at the beginning of their programs students should carefully evaluate their previous administrative experiences and knowledge base to determine deficits and skills they need to develop. Programs of study and outside experiences during doctoral study should be developed to expose students to new areas and to insure that they have the necessary background upon graduation to secure the type of administrative position they are seeking.
3. In addition to Graduate Assistantships or full-time employment while enrolled in the doctoral program, students are encouraged to consider practica and internships on campus or at other colleges or universities that will enable them to work closely with senior level administrators in their area of interest. Such experiences can be used to partially fulfill the HgEd 690 Independent Study requirement. Faculty are happy to assist students in finding appropriate placements.
4. Students can also become involved in short-term projects consulting with various offices on campus. Conducting program evaluations, working on the development of programs and policies, and providing staff development are possibilities.
5. The Capstone project offers an excellent opportunity to consult with another campus on an administrative problem. Previously, students have conducted needs assessments, evaluated programs, established new programs, and engaged in strategic planning. Students are encouraged to work with their major professor to develop a capstone project that will provide them with skills and experience in an administrative area of interest to them.
Conference Attendance, Presentations, and Professional Association Involvement
1. Students should make every effort to attend professional conferences for the purposes of learning, networking, and showcasing their talents. Generalist conferences such as the National Association of Student Personnel Administrators, American College Personnel Association, Iowa Student Personnel Association, American Association of Higher Education, and American Association of Community Colleges and conferences targeting specific functional areas are each valuable.
2. The Educational Leadership and Policy Studies Department as well as the Graduate College provide some support for students wishing to attend conferences. First-time attendees and students making presentations are given priority. Students are invited to apply for funding each year.
3. Students should actively seek out opportunities to present at state and national conferences. Presenting at conferences provides exposure and enables one to test out ideas and gain feedback from others in the field of higher education. Faculty and campus administrators welcome opportunities to collaborate with students on presentations.
4. Becoming involved in professional associations is an excellent way to network with other professionals in one's area of interest. Serving on committees and task forces demonstrates one's commitment to the profession and ability to get things done. Most professional associations are eager to have new volunteers.
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